Abstract:
The purpose of this study was to determine whether the residence has an influence on engagement and engagement has an effect on students’ performance in undergraduate education course. It examines the relationship between independent variable residence, dependent variable engagement, and the overall average grade performance. The researcher conducted this research at the University of Dar-es-salaam in one of its Education College using descriptive statistics, correlation coefficient, independent t-test and regression analysis. Random sampling procedures were used during data collection from a population of 1438 students; a sample of 400 students was drawn. Out of 400; 61% were male, 39% were female. The on-campus respondents were only 29.3% (117), and off-campus respondents were 70.8 (283). Independent t-test indicates that there was a significant difference between on-campus and off-campus students in their engagement level (t=11.812, sig. <0.01). Moreover, the findings indicate that there was also a significant difference in students` performance between on-campus and off-campus students (t=7.887, sig. < 0.01). There was a positive correlation coefficient (r=0.705, p< 0.01) when students engagement level and students’ performance was analyzed. A plausible explanation is that the more students engaged themselves the more they had good performance grades earned.
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